- John E. McMurry |
- David S. Ballantine |
- Carl A. Hoeger |
- Virginia E. Peterson |
Title overview
For 2-semester courses in General, Organic, and Biological Chemistry.
Active learning, clinical examples, and current research for allied health students
Fundamentals of General, Organic, and Biological Chemistry makes learning chemistry an active experience through learn-by-doing features. Hands on Chemistry sections have students perform elementary experiments with everyday household items. In-class Group Problems motivate students toward higher-level thinking, such as how concepts fit together and how to apply these concepts in a clinical application.
The 8th Edition updates all chapter openers, including many of the Chemistry in Action boxes and end-of-chapter problems, with a stronger clinical focus. All content has been updated (with special attention to the biochemistry chapters), along with many other enhancements.
Hallmark features of this title
- Worked Examples provide critical thinking strategies for problem types presented; they are accompanied by an analysis which carefully describes the best approach for solving problems of each kind.
- Key Concept Problems throughout the chapter and Understanding Key Concepts at the end of each chapter help students assess their understanding of the material. Often accompanied by molecular-level art or graphics, they engage students by helping them apply what they’ve learned.
- Comprehensive Problems help students get a better idea of their skill, knowledge and comprehension of important topics; End of Chapter Problems tie back to chapter goals.
- Color-keyed and Labeled Equations draw students’ attention to complicated chemical equations, often glossed over when reading the text, causing them to focus on and understand these fundamental elements.
- Chemistry in Action boxes extend the discussion of major chapter topics in new ways, providing an enhanced perspective on core concepts.
- Mastering Reactions boxes discuss how important organic transformations occur (specifically addition reactions, elimination reactions, and carbonyl additions), allowing students to begin exploring the concept of mechanisms in organic chemistry.
New to this edition
- Group Problems at the end of every chapter are ideally used in class to get students to a higher-level of thinking, such as how concepts fit together, or how to put the concepts they have learned to use in a clinical application.
- Hands on Chemistry boxes offer students an opportunity to solidify their understanding of chemistry through elementary experiments that can be safely done in their living spaces with household items. Students who learn from kinesthetic activities will benefit from the hands-on aspect of the experiments.
Key features
Features of Mastering Chemistry for the 8th Edition
- Dynamic Study Modules help students study effectively on their own by continuously assessing their activity and performance in real time. Students complete a subset of questions, indicating their confidence level for each answer.
- Students are then given explanations for any problems they missed as well as coaching that moves them toward conceptual understanding.
- This recursive process continues until students answer all questions in the module correctly and confidently.
- Video Tutor Solutions in each chapter present a narrated example of how to work the most challenging problems as well as additional instruction from contributor Sara Madsen. These videos help students approach the most difficult ideas in the course and then test themselves with follow-up problems to assess their understanding.
- Chemistry Primer is a diagnostic pre-built assignment that helps students get up to speed at the beginning of the course. It covers math in the context of chemistry, basic chemical literacy, balancing chemical equations, mole theory and stoichiometry.
- Remediation involves Wrong-Answer Specific Feedback, Video Instruction and Step-wise Scaffolding to build up students’ abilities.
Table of contents
- 1. Matter and Measurements
- 2. Atoms and the Periodic Table
- 3. Ionic Compounds
- 4. Molecular Compounds
- 5. Classification and Balancing of Chemical Reactions
- 6. Chemical Reactions: Mole and Mass Relationships
- 7. Chemical Reactions: Energy, Rates, and Equilibrium
- 8. Gases, Liquids, and Solids
- 9. Solutions
- 10. Acids and Bases
- 11. Nuclear Chemistry
- 12. Introduction to Organic Chemistry: Alkanes
- 13. Alkenes, Alkynes, and Aromatic Compounds
- 14. Some Compounds with Oxygen, Sulfur, or a Halogen
- 15. Amines
- 16. Aldehydes and Ketones
- 17. Carboxylic Acids and their Derivatives
- 18. Amino Acids and Proteins
- 19. Enzymes and Vitamins
- 20. Carbohydrates
- 21. The Generation of Biochemical Energy
- 22. Carbohydrate Metabolism
- 23. Lipids
- 24. Lipid Metabolism
- 25. Protein and Amino Acid Metabolism
- 26. Nucleic Acids and Protein Synthesis
- 27. Genomics
- 28. Chemical Messengers: Hormones, Neurotransmitters, and Drugs
- 29. Body Fluids
Author bios
About our authors
John McMurry, educated at Harvard and Columbia, has taught approximately 17,000 students in general and organic chemistry over a 30-year period. A Professor of Chemistry at Cornell University since 1980, Dr. McMurry previously spent 13 years on the faculty at the University of California at Santa Cruz.
David S. Ballantine received his B.S. in Chemistry in 1977 from the College of William and Mary in Williamsburg, VA, and his Ph.D. in Chemistry in 1983 from the University of Maryland at College Park. After several years as a researcher at the Naval Research Labs in Washington, DC, he joined the faculty in the Department of Chemistry and Biochemistry of Northern Illinois University, where he has been a professor since 1989.
Carl Hoeger received his B.S. in Chemistry from San Diego State University and his Ph.D. in Organic Chemistry from the University of Wisconsin, Madison in 1983. After a postdoctoral stint at the University of California, Riverside, he joined the Peptide Biology Laboratory at the Salk Institute in 1985 where he ran the NIH Peptide Facility while doing basic research in the development of peptide agonists and antagonists. During this time he also taught general, organic, and biochemistry at San Diego City College, Palomar College, and Miramar College. He joined the teaching faculty at University of California, San Diego in 1998. Dr. Hoeger has been teaching chemistry to undergraduates for over 20 years, where he continues to explore the use of technology in the classroom; his current project involves the use of video podcasts as adjuncts to live lectures.
Virginia Peterson received her B.S. in Chemistry in 1967 from the University of Washington in Seattle, and her Ph.D. in Biochemistry in 1980 from the University of Maryland at College Park. Between her undergraduate and graduate years she worked in lipid, diabetes, and heart disease research at Stanford University. Following her Ph.D. she took a position in the Biochemistry Department at the University of Missouri in Columbia and is now Professor Emerita. When she retired in2011 she had been the Director of Undergraduate Advising for the department for 8 years and had taught both senior capstone classes and biochemistry classes for non-science majors. Although retired, Dr. Peterson continues to advise undergraduates and teach classes.